Prepare students to become productive members of societyVision for a fully aligned curriculumStarts with our “learning targets”Write maps/guides/lessons/testsIncorporate common core reading/writing into all subjects taughtGeneralize all SEL learning standards into curriculumConsistency with our maps/guides come from PLC’sSPED mirrors regular education curriculumContent based vs. Skill based Emphasis on “non-negotiable” set of student skillsEstablishing, monitoring, and maintainingBuild consistency with Unit Learning Targets, Common Assessments, etc.

Starts with my vision for our PLC

Strong presence in instructional teams

Set with strong foundation/guidelines/expectations

Best teams are “player driven”

Team leadershipPedagogyFormal observationsInformal observationsBigger presence in classrooms Direct knowledge of happenings in departmentSharing of ideas among department and school wideLearning strategies, accommodations, lessons, student needs“Learning Behavior Specialist”Professional Learning CommunitySlow start SPED is one large teamTeach all different subjectsConsidered several options at startWe are working on learning targets/common core aloneUsing mastery manager alone in our subject areasTeachers feel like they are on an “island”

Teachers working in isolation replicate and duplicate effort. They work hard, but not smart (DuFour, DuFour & Eaker, 2008).Professional Learning CommunitySPED is a different “animal”/treated like suchMirror regular education curriculumMostly use the same text books with adapted materialsBreak up into content based instructional teamsChance to learn from content area specialistsLast two years/alignment of curriculum to reg. ed.17 sections of co-taught classes (most ever)Only 2 of 12 teachers DO NOT co-teachteachers see more of a need to meet with content areasProfessional Learning CommunityBenefits students and teachers alikeWith content-based teams, teachers align more to curriculumNot stuck in ways and have been open to change (English)Stevenson example (Team Leaders are on board)Meet w/ content area instructional teams Every 2nd/3rd week meet with SPEDIEP goals/objectives/updatingTransitional planningStudent needs/accommodations/strategiesReview and assess ourselvesStudent Assessment“FOR” learningTool for teacher/studentFeedback to guide instructional practicesTeam created and analyzedMastery manager ID deficiencies Must involve students in processPre/Post tests (vocab, unit, chapter)Item analysis to re-teach for mastery“OF” learningCommon unit exams final examsMastery manager ID deficiencies Standardized measuresExplore, Plan, PSAEIllinois Alternative Assessment (IAA)Test Day (April 24th)Summative AssessmentFormative AssessmentAcademic InterventionsSPEED (DuFour, DuFour, Eaker, & Many, 2006)Systematic- schoolwide/department widePractical- available resources (time, money, space, staff)Effective- available, operational, flexibleEssential- focus on curriculum targetsDirective- mandatory

Software designed to allow SPED Coops/Districts to manage/analyze/transmit SPED data to the state

Experience is limited

AERO uses IePoint and transmits data for usIePoints (FACTS)KnowledgeEverything has to be coded differently (accurately)Open a case (finish within 60 days)Start a case in the spring, must meet before first day of schoolLose money with errors

OptionsContinue to have AERO submit dataTake control and do it ourselvesEliminate middle man (mistakes)Have personal control over our own data and funding

Responsibility will fall on SPED Coordinator and Michele Domel (training)Special Education Profiles (OLCHS)We can’t control who gets “off the bus”Response neededAutism trend 2008/2009- District 6.362009/2010- District 8.232010/2012- District 8.842012- Continues to rise for districtILRP FreshmenASD rising in Coop and in State

Rising Nationally...Autism Spectrum Disorder NationallyAccording to National Autism Association1-88 children identified with ASD1-54 boys23% increase from 2009Centers of Disease Control & PreventionAutism Spectrum Disorder & Our Response16 students out-of-building at 4 different placementsMore than 10 students in building

Nationally, 17% increase from 1997-2008According to American Association of Intellectual Disabilities (AAIDD)

2012-ILRP classes are up to 13 students (highest in 8 years)Add sections of ILRPIncrease staff or training of staffCourse scheduling for 2012-2013Emotional Disability & Specific Learning Disability

Slight decrease in Emotional Disability over 3 yearsMost initial evaluations in HS are for EDGood trend (SLRP room has been effective)

Slight decrease in Specific Learning Disability over 3 yearsResult of academic interventions by staff (RtI)Good trend/most students are already identified by HSLeast Restrictive EnvironmentPhilosophy follows LRE of IDEA (2004)To the maximum extent appropriate, children with disabilities, are to be educated with children who are nondisabledSpecial Classes, separate schooling, or other removals from the reg. ed. environment occurs only when the nature or severity of the disability is such that student needs cannot be achieved satisfactorily. School districts must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for SPED and related servicesService Delivery ModelGeneral Education setting w/ supports

General Education setting w/ special educator (co-teach)

Self-Contained classes w/ some mainstream classes

Completely self-contained

Outside placementInclusion50% of all SPED students should be in 80% of Gen. Ed. ClassesRaised our numbers by adding more co-teach sections (17)Need to be cognizant of student inclusionService Delivery ModelGen. Ed. settingGen. Ed. setting with supportsSelf-contain with inclusionary classesTotal self-containOut-of-building placementCurrent PlacementsAERO/EP (7)FALP program (5)Easter Seals (2)Acacia (5)Addison Trail (blind) (1)Pride (ED) (15)Residential (1)Hinsdale South (deaf) (1)Hillside (1)Elam (autistic) (8)Reavis (18-22yrs.) (12) McNeal (2)245 Total SPED StudentsIncluding 60 out of buildingOut-of-Building PlacementsProvide resources and programming to service students at OLCHSFollow the guidelines of IDEA (FAPE & LRE)Placement is ultimately decision of the IEP teamParentsSPED teacherRegular Ed. TeacherPsychologistCounselorSocial WorkerLEA representative IEP team makes final decision Serve as student advocate (protect student)Some people want student removed faster than he/she should bePlacement & MonitoringPlacementsVariety of different placementsWant to keep students as close as possibleMost important aspect is finding placement that meets the student’s need appropriatelyMonitoringWrite in specific monitoring and progress aspects into IEP to determine when student is ready for mainstreamingCase-manager for these students (biggest case-load)Similar to case-manager in houseSend you attendance, grades, discipline, etc. Contact you about transportation (bus is late)Why Mike Sunquist?Relationships and ExperienceTeaching StaffParentsAERO Support StaffCounselors and Social WorkersRelated Service PersonnelDistrict 229Simmons/OLHMS (SPED)Rich LeeSTUDENTS***Recent classroom experienceEvaluationsCan start in January7 month head start FlexibleOrganized“Find a Way”Time Managementout-of-building (Voc)MeetingsNot just a jobEligibility Assessment & DeterminationLinked to Domains...Academic Achievement: Wechsler Individual Achievement Test—Third Edition; Curriculum-Based Measurements; Conners (attention concerns)Functional Performance: Behavior Assessment Scale for Children; Vineland (adaptive functioning skills for ILRP students—we use for all intellectually disabled)Communication: CELF (Speech and Language Impairments)Cognitive Abilities: Wechsler Intelligence Test for Children—Fourth Edition; Wechsler Adult Intelligence Scale- Fourth Edition; Wechsler Nonverbal Ability Scale (nonverbal students, ASD students); Wechsler Abbreviated Scale of Intelligence (a lot of initials with no intelligence concerns to rule out); Test of Memory and Learning (neuropsychological test); Berry Visual-Motor Gestalt Test (Visual-Motor Integration)Health: Nurse uses a health history formHearing/Vision: nurse screens—must be completed within one year of reevaluationFine/Gross Motor: referral for occupational therapy evaluation through AEROSocial Emotional: Children’s Depression Inventory; Behavior Assessment Scale for Children; Parent Interview; Student InterviewCurriculum ProgressionFrom Standards to the ClassroomEstablish the common core standards you are usingCreate the learning targets from those standards (content/skills)Create your maps/guides/lessons/activities/assignments/tests using those learning targetsRight now, we are just trying to match our tests to standards...Curriculum Progression ExampleLRP English III (Atkus, Sidlow)Common Core State Standards for English and Language Arts Writing Standards 6-12 (Grades 11-12)Draw evidence from literary or informational texts to support analysis, reflection, and research. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Developed Learning TargetsStudent Self-AssessmentsFormative AssessmentAssignment only used in LRP English III right nowBig reason why we need to meet with content area moreWe can share ideas both waysTarget PointsStudent Self- AssessmentAssignment-formative assessment for teacher and studentStudents always need to be accountable and responsibleLRP English IIIRomantic Period Research PaperGraphic OrganizerContent-basedSkill-basedApplication of Common Core Standards to Students with DisabilitiesStudents with disabilities must still be challenged to excel within the general curriculumStandards provide opportunity to improve access to rigorous academic content How high standards are taught and assessed is the most important (instructional practices)In order for our students to meet such high academic standards we must...provide support and related services to access gen. ed. curriculumIEP annual goals aligned to facilitate grade-level academic standardsPrepared teachers to deliver high quality, individualized instructionAccording to corestandards.org...PresentFutureFutureLREReferencesDuFour, R., DuFour, R., & Eaker, R. (2008). Professional Learning Communities at Work. Bloomington, IN: Solution Tree.DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006) Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree.